e-Learning in an EFL Academic Writing Class: An Online Forum Example. By Aranya Srijongjai Department of Western Languages Faculty of Humanities, Srinakharinwirot University, Thailand. Outline. Purpose Introduction Theoretical Framework Online Forum Activities Outcomes Lessons Learned
Writing Class: An Online Forum Example
By Aranya Srijongjai
Department of Western Languages
Faculty of Humanities, Srinakharinwirot University, Thailand
To share a one semester experience using an online forum to integrate reading into an academic writing class
Axelrod & Cooper (2002)
Writing is one of the survival skills required of university students. It can contribute to their academic achievement as well as their work life.
To help students develop their skills in academic writing while integrating reading into the writing process
The objective of the online forum:
To have students practice critical thinking by analyzing the purpose, audience and organization of the reading texts, so as to help them better understand the elements of writing and apply what they have learned in their writing
“There are practical benefits of connecting reading and writing. Reading contributes to students’ writing development, and writing contributes to students’ reading development” (p. 60).
Students’ awareness of purposes, audience and organization of the reading texts is also important for writing.
Students gain better outcomes when they write with the consideration of a purpose and an audience.
Axelrod and Cooper (2002)
“Students who learn to write for different readers and purposes do well in courses throughout the curriculum” (p. 3).
Cali and Bowen (2003)
Organization is one feature of effective writing. As different genres are for different purposes and audiences, they need different text structures.
The serious discussion forum model was selected for the course since it closely matched the online forum’s objective.
1) Reading articles
2) Student roles
3) Instructor roles
Three reading articles were selected and distributed to students in the three genres taught in class: narrative, persuasive and opinion.
Table 1: Examples of questions in the ATutor online forum
Student performance was evaluated in two ways.
Table 2: Examples of questions of the final exam
de Vry and Brown (2000)
The success of threaded discussions can be achieved in three ways:
1) they must be weaved to emphasize discussion on narrow topics,
2) they must attentively overseen by an instructor, and
3) they must be graded.